Teaching to the CSCOPE IFD

1. Teaching to the CSCOPE IFD Cynthia G. Hernandez Lake Worth ISD chernandez@lwisd.org

3. Gather Materials Year at a Glance Instructional Focus Document Assessment Lessons from CSCOPE (Instructional Procedures) Resources (past lesson plans, textbooks, novels, etc.) Checklist Lesson Planning Template

4. Instructional Focus Documents (IFDs) Place TEKS in a coherent, rational sequence of instruction Anchor instruction Refocus teacher planning time Provide rationale Ensure learning to Performance Indicators Indicate the TEKS and the specificity that will be addressed in the instructional unit

5. Dissecting the IFD Title Suggested Duration Exemplar Lessons State Resources Rationale Misconceptions

6. Design with the End in Mind How will we measure student learning? (Performance Indicators, Assessment) What understandings should our students have at the end of the unit of study (Key Understandings) What concepts will we be focusing on in this unit?

7. Performance Indicators(PIs) Authentic Assessment A performance indicator is the EVIDENCE of student obtainment of, and/or progression toward an identified standard (TEKS)

8. Performance Indicators Examples of Performance Indicators: Select a text structure and write a narrative that reflects the structure�s characteristics. (ELA 6th grade) Using a map of the local community, locate significant human characteristics of the local community and explain their significance in terms of needs being met. (SS � 3rd grade) Identify and sketch the parent function. Describe and predict the effects of changing �m� and �b� on the graph of the parent function. (Algebra 1)

9. Anatomy of a Performance Indicator: Three Dimensions Process + Content/Concepts = Product 1 2 3 Select a text structure and write a narrative that reflects the structure�s characteristics.

10. Anatomy of a Performance Indicator: Three Dimensions Con�t Using a map of the local community, locate significant human characteristics of the local community and explain their significance in terms of needs being met. Product = Explanation (oral or written)

11. Anatomy of a Performance Indicator: Three Dimensions Con�t Identify and sketch the parent function. Describe and predict the effects of changing �m� and �b� on the graph of the parent function. Product?

12. What will students need to know to be successful? In your table groups, examine one of the performance indicators and a Key Understanding from an IFD Brainstorm a list of what students will need to know (content/concepts) to be successful (process, product)

13. TEKS/Student Expectations The TEKS/SE�s each PI measures are labeled (4.9A, 4.9B) Refer to section on IFD where TEK/SE�s are listed Do we have a match?

14. Level of Rigor Take particular note of the level of rigor of the SE. The Unit Assessment items are written to the level of rigor of the SE. Instruction needs to match

15. BLOOM�S REVISED TAXONOMY ���

16. Unit Assessment Based on the IFD, NOT the lessons Using the answer key, match the assessment item to the S.E. it measures Read the assessment items for each S.E. How will this impact instruction?

17. A Note about the ELPS English Language Proficiency Standards Required by law for ELL�s in your classroom Identified with the Performance Indicator Need to be sure you address these when planning instruction (Differentiation)

18. Key Academic Vocabulary Review terms listed on IFD Need to be sure you address these when you plan instruction

19. Planning Instruction Using Exemplar Lessons in CSCOPE

20. First Things First READ the lesson in its entirety BEFORE you begin making instructional decisions Clear understanding of the �big picture� before you begin filling in the details Then E by E analysis

21. Questions to Address Do I have the resources? Substitution considerations: Rigor � do my resources address the level of rigor required by the TEK/SE? Depth � refer to specificity detailed on IFD and VAD

22. Questions to Address Is the activity appropriate for my learners? Do they have adequate background knowledge? Are there �gaps� that might need to be addressed? Nature of the activity

23. As You Go Where do I need to supplement? Differentiation? ELPS Sped G/T

24. Review of Planning Process Analysis of IFD Examination of Assessment Overall understanding of CSCOPE Lesson E by E

25.   It is difficult to dispute the proposition that students are likely to exert more energy and attend more carefully to tasks and assignments in which they are authentically engaged than in tasks where their engagement is less profound. �